Edward Feild Primary School

INSPECTION DETAILS

Inspection Date 15/06/2004 Inspector Name Patricia Ann Edward

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SETTING DETAILS

Day Care Type Full Day Care, Sessional Day Care Setting Name Bees Knees Nursery School Setting Address 12 Priory Lane, Brookside Community Hall Putney Putney SW15 5PQ

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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

Bee Knees Nursery School opened in 1994. It operates from Brook Side Community Hall, located in the Roehampton area. The nursery serves the needs of the local community. There are currently 35 children aged from 2 years to under 5 years on the roll. This includes 18 funded 3 year olds and 13 funded 4 year olds. Children attend a variety of sessions. The nursery currently supports a one child with special needs and 4 children speak English as an additional language. The nursery opens five days a week during school terms (33 weeks of the year). Sessions are from 09. 30 till 12. 30 Monday - Friday. On Tuesday and Thursday children over the age of three can attend full day sessions from 09.30-3.00. Six part time/full time staff work with the children. Over half the staff team have early years qualifications to NVQ level 3 or the Montessori equivalent. The setting receives support from the Early Years Development and Childcare Partnership

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Information about the setting

(EYDCP) The provision provides various dancing, music and drama sessions for children on a weekly basis.

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How good is the Day Care?

Bees Knees Nursery School provides good care for children. There are well written policies in place that constitute an effective operational plan. The majority of staff hold a relevant childcare qualifications. Staff have a good understanding of safety issues for children both within the building and outside, however improvements around fire safety and safety in the garden area are yet to be made. The provision provides a warm and welcoming environment and staff are proactive in promoting good hygiene practices with the children. Staff plan and provide a good balance of daily activities, which are stimulating, fun and extend

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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 children's learning. The nursery aims to treat all children with equal concern. Staff work closely with parents to share information about children's individual needs and take account of dietary needs and routines. Children with special needs are welcomed into the nursery and staff are very effective at working with parents to ensure children's special needs are met and an inclusive environment is provided. There is a good range of appropriate resources and activities on offer, relating to the ages and stages of development of children aged 0-5 years. The staff create a relaxed atmosphere and take a positive interest in the children and allow flexibility to the routine. There is an effective key worker system which enables staff to establish good

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How good is the Day Care?

relationships with children. The children's behaviour is well managed by the staff and the children are confident in their surroundings. Children have access to a basic range of anti-discriminatory and anti-racist toys and opportunities. A variety of cultural and religious festivals are celebrated throughout year to develop children's knowledge and understanding of the world. Parents are warmly welcomed and are kept well informed of their child's progress on a daily basis. Parents have access to policies and procedures.

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What has improved since the last inspection?

Since the last inspection, the provision has made progress in addressing all previous issues. The groups policies and recording keeping procedures have improved. There are now effective polices and procedures in place, which have improve the arrangements for children . The vetting procedure has also been revised to ensure all staff submit to a vetting procedure. There is also an effective keyworker system in place. All of these actions have improved the arrangements for keeping children safe.

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What is being done well?

• Activities both inside and in the garden area are well planned to meet the age and stage of children's development. They are presented well and are both stimulating and offer challenge. • Staff have developed good relationships with children and parents, creating a warm, relaxed and friendly environment. Staff encourage children to behave well, by using positive methods and praise. • Children with special needs are welcomed into the nursery, and staff work well to meet their individual needs and share information with parents regarding their progress. • Good hygiene practices in place that staff encourage and promote with the children. • Parents are welcomed by staff and have access to all policies and procedures and clear written information about the setting and how it operates.

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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?

• security of garden area and fire safety to ensure procedures to follow in the event of a fire, are displayed appropriately throughout the building. • documentation to include system to record any incident of physical intervention and risk assessments.

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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 6 Improve safety on the premises by making sure that the garden area is secure and that children are unable to leave them unsupervised; that the procedure for emergency evacuation of the building is appropriately displayed throughout the building and that risk assessments are recorded and dated. 11 Put in place a system to record any incident of physical intervention.

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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?

Bees Knees Nursery School offers high quality education, which enables children to make very good progress towards the early learning goals in all areas. Teaching is very good. The consistent and friendly staff work very well as a team, communicating effectively to ensure all the children are included. Staff are very knowledgeable about individual children. Seven of the eight staff are qualified and all staff regularly attend courses which keeps them up to date with current practice. Staff plan as a team. They regularly use the curriculum guidance to ensure all areas of the curriculum are met. Written plans show the learning intentions. Staff ensure activities are well prepared and resourced. They are very aware of their aims. Activities are evaluated and used to plan for the future. Staff are very aware of activities that are particularly successful. Children are allowed to continue activities when they show particular interest.

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How effective is the nursery education?

Leadership and management is very good. The manager works in the nursery and is very committed to providing high quality care for all the children. She communicates effectively with her team who say they feel very supported. The manager is committed to ongoing training and ensures her staff access courses. She manages the team consistently and is aware of the strengths each individual brings to the team. Partnership with parents is very good. Parents state they are very happy with the nursery. They find staff very approachable and say their children are constantly learning. Parents are welcomed into the setting and are often involved in helping out with activities or going on outings. Parents are aware of the plans and written observations on their children. These are discussed with parents at the end of the term. However, there are insufficient opportunities for parents to be involved in the recording of what their child is learning. Staff give daily verbal feedback, which

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What is being done well?

• Children have very good relationships with staff and each other. They are caring and supportive if another child becomes upset. The children are happy. Children are able to share and take turns and can do so without adult intervention. They confidently select their activities and are engrossed in their play. They are able to concentrate for up to 20 minutes at an activity. • Children talk confidently to staff and each other in group or 1:1 situations. Staff regularly extend conversations, introducing new words. • Children have very good numeric skills. They are able to reliably count beyond 20 and recognise numerals up to 18. The children are able to match and sort and are beginning to add and subtract. Older children are confident

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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 when working with a few children being able to confidently tell some time e.g. o'clock, quarter and half past. • Staff provide children with lots of opportunities to explore the natural and local environment. They regularly participate in growing activities caring for flowers, fruit and herbs in the garden and looking at mini beasts. The children go on outings to extend these activities and visit local parks. Visitors who come into the nursery to support learning include fire fighters and ambulance men. • Children are provided with very well planned and resourced activities with staff able to say what they are hoping to achieve. Staff regularly allow the children to continue an activity if they have shown a particular interest. Staff

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What is being done well?

are very enthusiastic and constantly support and praise children. They regularly extend activities by providing more resources or talking to the children. • Parents are provided with information about the term and daily topics and activities. Parents life experiences are used to enhance learning with parents welcomed into the nursery to support themed activities. A daily board tells the parents the activities which the children have participated in. Staff also give accurate feedback.

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What needs to be improved?

• opportunities for parents to contribute to the written assessment process

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What has improved since the last inspection?

Progress since the last inspection is generally good. At the last inspection the setting was asked to: Improve planning by making sure that staff are aware of what children are intended to learn from all activities, including those provided in the free-choice part of the sessions. Staff have attended training. The written plans and discussion with staff illustrates a clear understanding of what children are intended to learn. Enhance the partnership with parents and carers by involving them more fully in the assessment process by: i) encouraging them to contribute their comments about children's progress; ii) making sure they know about their children's next steps in learning. Staff feedback verbally to parents on a daily basis which keeps parents well informed. Parents are aware of the written observations and profiles which are kept and they see these once a year. This is insufficient and parents do not have

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What has improved since the last inspection?

regular opportunities to be involved in the recording of children's learning. Enhance the learning environment by making more use of labelling, displaying alphabet and number lines, and ensuring that displays reflect a diverse society. Various alphabet and number lines are displayed in the playroom and garden. They have been made by the children which encourages their interest. Interest tables and

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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 pictures are clearly labelled and this enhances the learning environment. Finally there are many posters and photographs which reflect a diverse society. The children enjoy looking at these, particularly the photographs.

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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 have very good relationships with staff and each other. They talk about and understand sharing and are able to take turns. Children work well together. Children confidently choose their activity and regularly become very engrossed in their play. Children are well behaved with staff managing behaviour very calmly. Children are able to recognise why behaviour is not acceptable. Children are proud of their achievements and proudly display their work or pose for photographs.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Children have excellent language skills are confident to participate in conversations. They use language to express their feelings and ask questions. They enjoy looking at books, which they handle correctly. They use familiar stories in their imaginative play. Children listen attentively to stories, participating in favourite parts. Children regularly practice writing and do so confidently. Older and more able children recognise the alphabet with staff helping them link letters to their sound.

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MATHEMATICAL DEVELOPMENT

Judgement: Very Good Children are very confident when working with numbers. They count confidently and recognise numerals. Children play board games supporting their learning of numbers. Older and more able children demonstrate an emerging understanding of addition and subtraction. Children recognise their shapes and explore them in a range of activities. Staff help children use scales and tape measures investigating weight and height.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Children regularly explore their natural environment and have looked at mini beasts and growth. Regular visitors attend the nursery to support topics. Children talk enthusiastically about past events. Children confidently design and construct using materials and construction toys. Children have weekly access to IT equipment and enjoy working with computers. Children celebrate festivals with parents input being utilised to support events. Parents state this makes them feel included.

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PHYSICAL DEVELOPMENT

Judgement: Very Good Children have good large motor skills. They regularly have opportunities to practice climbing, walking, kicking, riding and balancing and do so with control and coordination. Children confidently handle a range of tools including scissors, rolling pins, pencils, puzzles pieces and small construction pieces. Children are encouraged to be aware of the importance of healthy practices and are able to discuss the effect of activity on their bodies.

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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 Children confidently explore colour, texture and shape. They paint freely at activities and select resources to create pictures and models. Children use their imagination to carry out detailed role play in groups. They use dressing up clothes and props to extend games. Children enjoy singing and listening to music. They happily participate in musical games and explore the sounds instruments make. Children regularly participate in activities which encourage them to respond using their senses.

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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 weakness to report, but consideration should be given to improving the following: • regular opportunities for parents to contribute to their children's written observations and assessments.

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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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