Hadley Under & Over 5's Ltd

INSPECTION DETAILS

Inspection Date 16/06/2003 Inspector Name Anthea Marjorie Arnot

p.1

SETTING DETAILS

Day Care Type Full Day Care, Out of School Day Care Setting Name Hadley Under Fives Setting Address Old School Buildings Hadley Park Road, Leegomery Telford Shropshire TF1 6PW

p.1

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

p.1

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.

p.2

Information about the setting

Hadley Under 5’s is an established nursery located in the heart of Hadley close to all local amenities, including shops and places of cultural interest. There are efficient public transport and road links to Telford Town Centre. The nursery serves a diverse local community. This is a multi-purpose nursery, which provides a range of day care services for children of working and non-working parents from the diverse local community. The setting receives funding for 3 and 4 year olds from the Local Education Authority. There are a total of 56 children currently attending for whom funding is received. Several children attend with special needs and with English as an additional language. Sessional care, Out of School and Holiday care, is also provided. There is a minimum of 75% of the staff that are qualified in childcare and education to level two or higher. The setting receives qualified teacher (QT) support from the

p.2

Information about the setting

local Early Years Childcare and Development Partnership (EYDCP). The organisation comprises of a Limited Company (non-profit making), which has charitable status. The nominated person and manager are involved with the daily running of the nursery.

p.2

How good is the Day Care?

The Nursery offers good care to the children. The nursery provides an environment where the children learn through an extensively planned and structured play provision. Children are supported and their individual needs and interests are well known by the staff. A wide range of good quality play is provided by a dedicated and well-motivated staff whose knowledge and skill ensure children have an opportunity to experience sound and stimulating learning opportunities.

p.2

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 who have special needs are fully integrated into all activities and staff provide experienced support. The nursery has sound and well-organised systems to ensure accurate, appropriate and successful documentation processes. Children are cared for by trained and vigilant staff that ensures that safety is given a high priority. However the staff acknowledge that a consistent approach to the signing of the visitors book will further enhance their provision. Children are encouraged to understand the need for good hygiene and adults are consistent in their approach. The comprehensive operational plan encompasses all nursery management. Effective policies ensure children are given individual care throughout their stay. The

p.2

How good is the Day Care?

staff have appropriate childcare qualifications and experience. Parents are given information about their child, both in diary form and verbally by their key worker, each day. There is an attractive parent’s notice board and a comprehensive and informative leaflet given to parents at the time of enquiry. Parents are welcomed into the group and a Families Session ensures there is continuity of care for the children.

p.3

What has improved since the last inspection?

At the last Inspection the setting was asked to record staff's attendance and this was met within the specified time scale.

p.3

What is being done well?

• Staff recruitment is thorough and meets Equal Opportunities criteria. (Standard 1 & 9) • Positive steps are taken to ensure that persons who have contact with the children are suitable and have satisfactory CRB checks. (Standard 1 & 2) • Staff records are comprehensive and include all relevant information. Individual and team training needs are identified and recorded and addressed at the earliest opportunity. (Standard 1, 2 & 14) • The setting is consistently striving to improve its service to children and their families. Currently it is piloting a quality assurance scheme in conjunction with the Early Years Partnership in Child Care and Education. (Standard 2) • There is an effective key worker system and records are based on adult observations. Planning for children's progression, enjoyment and development is thorough and appropriate. (Standard 2 & 3) • Children's confidence is developed with praise, encouragement and

p.3

What is being done well?

reassurance, and their imagination is encouraged by the use of drama and music. (Standard 3) • The provision meets the needs of all the children attending and particularly those who have English as a second language and children with special needs. (Standard 3, 9 & 10)

p.3

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 • Recently purchased resources include a wide range of playthings, which positively portray the diverse community including play materials depicting older people. (Standard 5 & 9) • Effective procedures are in place to ensure the safety of the children at all times, and to encourage good personal hygiene routines. (Standard 6 & 7) • Children are provided with wholesome, tasty and nourishing, cooked meals. (Standard 8) • Information is effectively shared with parents who are provided with a daily written account of their child’s activities. (Standard 12)

p.3

An aspect of outstanding practice:

Children who have special needs and those with English as an additional language are fully integrated into all activities. (Standard 9 & 10)

p.4

What needs to be improved?

• the visitors book should be consistently maintained. (Standard 6)

p.4

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.

p.4

CONDITIONS OF REGISTRATION

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

p.4

How effective is the nursery education?

Hadley Under and Over Fives offers full day care where children make very good progress towards the early learning goals. Children are taught very well and staff work very well together, with parents and other professionals to meet the needs of the children. Staff have a clear understanding of the foundation stages and the early learning goals. This enables them to plan an interesting and appropriate range of activities which encourage children to explore and ask questions and to extend children's learning. Staff work hard to include all children and plan effective support for children with English as a second language and special educational needs. All staff are included in the planning of the curriculum and there are clear evaluative records of the activities and the children's development. Children behave well in response to the high expectations and sensitive support of the staff. The leadership and management of the setting is very good. There is clear

p.5

How effective is the nursery education?

understanding of the role and responsibility of all staff, management and the committee. Good lines of communication enable everyone to contribute to the planning and the running of the setting. Management, staff and the committee strive for ongoing improvement of the care and education of the children. Partnership with parents and carers is good. Staff try to keep parents and carers informed about their child's progress. There are regular opportunities for parents to talk to staff. Parents are provided termly with their child's development folder and are free to talk to staff about their child's progress. On a daily basis it is sometimes difficult for staff to update parents on what their child has been involved with and the progress they have made.

p.5

What is being done well?

• Children's personal social and emotional development is very good. Children have the opportunity to learn about other cultures and beliefs and to respect one another. • Children concentrate very well and can listen to stories and can remember songs and rhymes. • Four year old children use computers very well and three year old children are provided with the opportunity to explore and investigate everyday technology. • Staff have clear understanding of the foundation stage curriculum and the early learning goals which lead to well planned activities which sustain three and four olds interests and enthusiasm.

p.5

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 • Staff work well together and are good role models which provide children with a stimulating and exciting learning environment.

p.5

What needs to be improved?

• Information to inform parents about what is happening in the setting each day in the pre-school and the planned curriculum is available on a notice board however, this information is not easily read by parents.

p.6

What has improved since the last inspection?

Very good progress has been made since the last inspection. The setting has incorporated the point for consideration which was to put into place the five stages of the code of practice for special educational needs into the settings policy. Records now reflect this being done well and is used to help children with special educational needs.

p.6

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

p.6

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement: Very Good Personal social and emotional development is very good and is given a high priority within the setting. Children are enthusiastic and interested in what they do and can concentrate and persevere. They relate well to each other and to the staff and this fosters self-esteem and positive behaviour. Children demonstrate personal independence in many ways. They have plenty of opportunities to respond and develop an understanding of other cultures and beliefs.

p.7

COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Communciation, language and literacy development is very good. Three and four year old children can concentrate and listen well to stories and can predict what they think will happen next. They confidently sing familiar rhymes and join in with appropriate actions. Three year old children extend their learning when labels and flash cards are used. Most four year olds can attempt to, or can write their own name and have an understanding of word and sentence construction.

p.7

MATHEMATICAL DEVELOPMENT

Judgement: Very Good Children's mathematical development is very good. Children have the opportunity to count within spontaneous and planned activities. They are familiar with number rhymes and explore in practical ways the concepts of addition, subtraction, measuring and shape. Three and four year old children are able to count up to ten with understanding and most children recognise numbers and the value of them. Children enjoy patterns, recognise shapes and can use graphs and charts with understanding.

p.7

KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Children's knowledge and understanding of the world is very good. There are many opportunities to explore and investigate and use their senses. Three and four year olds make good use of projects involving growing and scientific concepts. Children enjoy looking at everyday technology and investigating how they work and use them. Children have a good sense of time and four year olds are competent at using a computer. They have good opportunity to look at their own, and different cultures.

p.7

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

p.7

PHYSICAL DEVELOPMENT

Judgement: Very Good Children's physical development is very good. Three and four year old children show competence in planned physical play for both small and large muscles. They enjoy, and move confidently using music, dance and drama to demonstrate they can follow sequence. Children are developing a good awareness of a healthy life style and enjoy exercise. Three and four year olds are able to control pencils well and to use tools and be independent when opening their lunch boxes and food containers.

p.8

CREATIVE DEVELOPMENT

Judgement: Very Good Children's creative development is very good. Three and four year olds have plenty of planned and spontaneous opportunities to explore texture, music, song and sounds. Children's imagination is well developed and they use their imagination in role play and drama. They express themselves in their drawing and singing. Four year olds have the opportunity to use the computer to extend their design skills. Children have many opportunities to use their senses and enjoy singing simple songs.

p.8

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

p.8

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.

p.9

WHAT THE SETTING NEEDS TO DO NEXT

There are no significant weaknesses to report, but considerations should be given to improving the following: • Develop opportunities for parents to be informed about their child's activities on a daily basis.

p.9

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.

p.9

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

p.9

STANDARD 1 - SUITABLE PERSON

Adults providing day care, looking after children or having unsupervised access to them are suitable to do so.

p.10

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.

p.10

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.

p.10

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.

p.10

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.

p.10

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.

p.10

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.

p.10

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.

p.10

STANDARD 9 - EQUAL OPPORTUNITIES

The registered person and staff actively promote equality of opportunity and anti-discriminatory practice for all children.

p.10

NEEDS AND DISABILITIES)

The registered person is aware that some children may have special needs and is

p.10

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.

p.10

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.

p.11

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.

p.11

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.

p.11

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.

p.11

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

p.11