Hill Top Tots Day Nursery Limited

INSPECTION DETAILS

Inspection Date 24/02/2003 Inspector Name Julie Mason

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SETTING DETAILS

Day Care Type Setting Name Hill Top Tots Day Nursery Ltd Setting Address 51 Highfield Road Dronfield Derbyshire S18 1UW

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REGISTERED PROVIDER DETAILS

This inspection was carried out under the provisions of 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 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

Hill Top Tots Day Nursery was registered to provide full day care in 1996. It is registered to care for 30 children aged 3 months to 5 years. It operates from rooms within a two story former shop premises. The nursery serves the local community of Dronfield. The provision accepts funding for three and four year olds. There are 22 funded three year olds and 7 funded four year olds attending at present. Children attend for a variety of sessions. Staff have experience of caring for children with special needs.

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Information about the setting

The group opens five days a week all year round. Sessions are from 8am until 6pm. Eleven part time/full time staff work with the children. The setting receives support from a development worker from the Early Years Development and Childcare Partnership (EYDCP).

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Information about the setting

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998

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How effective is the nursery education?

Children are making generally good progress towards the early learning goals with planned activities that reflect most areas of the early learning goals and stepping stones. The quality of teaching is generally good. Activities are planned which includes the learning objectives for the session, and are related directly to the stepping stones. Staff are aware of the children's individual development and needs. They record children's progress regularly, and generally use their awareness of what children can do, to challenge them appropriately. They keep appropriate records for all six areas of learning, and these are used to identify areas to be included in future planning. Staff are deployed to work directly with the children, and extend children's learning through discussion and questioning. The planning covers most areas of learning, although there are some areas to be developed further. The daily plans provide the

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How effective is the nursery education?

same activities throughout the day, with a few changes initiated by staff in the afternoon session. This limits the children's best possible progress through providing repeated activities in the afternoon. Leadership and management is generally good. There is clear leadership from the manager. Staff work well as a team and are aware of their role and responsibilities. Their professional development is encouraged through attending Early Years Development and Childcare Partnership short courses. An evaluation process is in place and the manager has worked together with a development worker from the Early Years Development and Childcare Partnership. Working in partnership with parents and carers is generally good. Parents are provided with good information about the early learning goals and are aware that they can access their child's file at any time. Parents are given verbal information about their child on a daily basis. They feel that the staff are friendly and

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How effective is the nursery education?

approachable, which encourages good relationships.

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What is being done well?

• Staff encourage children's independence skills eg coats, setting table. • Staff are developing children's use of mathematical language through everyday activities. Older/more able children demonstrated a good understanding and use of mathematical language. • Children are developing confidence in speaking in large group situations. Older/more able children clearly and with confidence in a range of situations. Staff develop children's vocabulary through discussion about the activities. • Staff provide good opportunities for children to explore their senses through tactile activities and tasting foods.

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What is being done well?

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998 • Children are gaining a broad awareness of cultures and beliefs of others through the range of activities provided.

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What needs to be improved?

• Children's opportunities to use simple technological equipment. • Planned opportunities for energetic and outside play. • The variety and range of opportunities that help children make the best possible progress and learn effectively throughout the day. • The organisation of children in large group situations. • The use of imaginative and role play activities to enhance children's learning in all areas of the early learning goals.

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What has improved since the last inspection?

The nursery has made generally good progress since the last inspection. Planning is now in place that reflects the stepping stones and states the learning objectives for the sessions. These are linked to more than one activity. Staff have implemented a process to highlight stepping stones that have not been covered, to provide a balanced programme. Children's records are related to the stepping stones and include observations and a record of focused activities undertaken. This information is used to highlight areas that have not been covered. Children's opportunities to link sounds with letters and gain awareness of number opporations have been developed through everyday situations and workbooks have been put in place. Staff provide opportunities for children to question and express their feelings, although their opportunities to experiment and use their intiative could be developed further.

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What has improved since the last inspection?

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998

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PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement: Generally Good Staff have good relationships with the children, and are very warm and caring. They are involved in the childrens play, discussing the activity and developing children's vocabulary. Children select activities with confidence and are beginning to persevere with some activities. Children are developing independence through routine activities. On occasions older children lose interest in the large group activities, which results in inappropriate behaviour occuring.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children speak with confidence to peers and adults and can verbalise their needs with older/more able children speaking with confidence in large group situations. They access books freely to look at on their own, and ask staff to read to them. Children are developing good hand eye co ordination through opportunities for mark making and work books..

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MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Children use matematical language such as size, shape and position in everyday situations as well as set activities . Staff discuss with the children, developing and extending mathematical vocabulary and concepts. Most children are able to count up to, and many beyond 10. Older children are beginning to recognise written numbers 1-5 through work books.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children demonstrate curiosity and interest in activities. Children are developing a sense of time and place, and are able to talk about significant events and people in their life. They are distinguishing between past and present events. Children are learning about different cultures and beliefs from a variety of well planned activities involving different areas of learning. There are limited opportunities for children to opporate simple technological equipment.

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PHYSICAL DEVELOPMENT

Judgement: Generally Good Children are learning about healthy routines and the reason they are done. They have good fine manipulative skills which are developed through a range of planned activities. Staff encourage children's independence in dressing themselves. Children have access to an outside area where worthwhile activities take place, however these are not planned and recorded, and therefore learning opportunities are missed.

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PHYSICAL DEVELOPMENT

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998

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CREATIVE DEVELOPMENT

Judgement: Generally Good Children have opportunities to take part in music activities, and are building a repertoire of songs when singing. They have opportunities to experience a good range of tactile media, and staff encourage children to express themselves. Imaginative play is regularly available, however staff have limited involvement in the play and therefore there are missed opportunities to include all areas of learning within this activitiy.

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Children's spiritual, moral, social, and cultural development is fostered

This inspection was carried out under the provisions of 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

• Provide planned opportunities for energetic and outside play . • Increase children's opportunities to use simple technological equipment. • Provide a wide range of opportunities to help children make the best possible progress and learn effecively throughout the day.

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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 Section 122 of the School Standards and Framework Act 1998

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