Noah's Ark Nursery (Redditch) Ltd

INSPECTION DETAILS

Inspection Date 18/11/2003 Inspector Name Christine Lynn Williams

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SETTING DETAILS

Day Care Type Full Day Care Setting Name Noah's Ark Nursery Setting Address Matchborough Church Centre Ryton Close,Matchborough Redditch Worcs B98 0EW

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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

Noah's Ark Nursery opened in 1996. It operates from five rooms within Matchborough Church Centre, Matchborough West, Redditch, and has sole use of the premises while in operation. The nursery serves the local area. There are currently 58 children from two and a half to five years on roll. This includes 29 funded three-year-olds and one funded four-year-old. Children attend for a variety of sessions or all day. The setting currently supports children with special needs and who speak English as an additional language. The group opens five days a week during school term times. Sessions are from 08:15 until 16:30. Two full time staff and nine part-time staff work with the children. Most of the staff have early years qualifications to NVQ level 2 or 3. One staff member is working towards a recognised early years qualification. The setting receives support from a teacher/mentor from the Early Years Development and Childcare Partnership

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How good is the Day Care?

Noah's Ark Nursery provides good quality care for children. The nursery has two well qualified managers, staffing levels are high and an effective keyworker system is in operation. A welcoming and friendly atmosphere is provided where staff help children to feel settled, valued and confident and children move freely throughout the nursery. They choose from a very good range of activities and resources and are well supported in all rooms. Staff are very safety conscious and move items and watch children at play to ensure they are safe at all times. They are active in promoting good health. Parents have a choice of providing packed lunches or ordering hot food for their children and effective arrangements are in place to ensure the needs of children with special diets or allergies are met such as recording these through pictures and symbols on

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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 individual table mats. Children's food is stored in a refrigerator, however staff do not monitor the temperature to ensure it is correctly maintained. Children enjoy a broad range of activities that promote learning and development across all areas. Staff constantly observe and record the progress children make in order to meet their individual learning and development needs. They interact with the children well and provide good role models of behaviour. Equal opportunities is threaded through the whole nursery and staff work closely with parents to ensure their knowledge of their children is shared and acted upon. Extensive procedures and policies are in place to support children with special educational needs.

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How good is the Day Care?

Parents are well informed about the nursery and their child's progress and achievements and are encouraged to become involved in their children's learning through a home learning scheme.

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What has improved since the last inspection?

Not applicable, as there were no actions raised at the previous inspection.

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What is being done well?

• Staff are attentive and constantly praise and encourage children during activities, when carrying out tasks or behaving positively. They talk to children constantly, seeking their views and helping them to think. They extend their learning during circle time, snacks and lunch time, during role play and story times. • A very good range of toys and equipment is offered throughout the day. Children choose independently during free play in the main room and a well stocked paint room provides them with constant access to paint, craft, sand and water play. • Staff are active in promoting good health and use effective methods to ensure good hygiene is maintained throughout the nursery such as using different coloured cloths for different cleaning jobs and displaying cleaning, hand washing and nappy changing routines. • Equal opportunities is threaded through the whole nursery operation and includes the choice of toys and equipment to be purchased, the resources

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What is being done well?

used, posters displayed around the nursery and the activities children take part in. • Staff work closely with parents to ensure their knowledge of their children is shared and acted upon. This is done extensively when children first join the setting and where children have special needs or additional requirements.

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An aspect of outstanding practice:

Staff continually observe and record what children can do and the progress they make. An effective keyworker system and information from parents are used to assess what children know, understand and the progress they make. This helps staff to know children well, to identify and build on children's individual strengths and to

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An aspect of outstanding practice:

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 plan a broad and balanced curriculum which meets the full range of learning needs within the setting. (Standard 3)

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What needs to be improved?

• monitoring and recording of food storage temperatures.

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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 8 Ensure food to be consumed by children is stored at the correct temperature.

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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?

Noah's Ark provides very good nursery education where many stimulating learning opportunities are provided and children make very good progress towards the early learning goals. Teaching is very good with high staffing levels and well qualified and attentive staff ensuring that children are well supported across all areas of learning. Staff have high expectations of children's behaviour and learning and help children to develop good personal values, confidence and self esteem. Very good support is available for children with special educational needs and staff carry out extensive observations and assessments of children's learning to meet the individual needs of all children in the nursery. Planning of the educational programme is a strength with many creative, stimulating and purposeful activities provided to help children learn and develop in all areas. There is an exception with the youngest children who are not

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How effective is the nursery education?

fully developing an awareness of personal space. Leadership and management is very good. Two managers share the responsibility for running the nursery and set high expectations for both staff and children. The effectiveness of the nursery is continually assessed and the nursery education reviewed through observations and comments from staff and parents. Staff have regular opportunities to improve their personal development through training and contribute to the overall running of the nursery through discussions on planning, resources and policies. The nursery's partnership with parents is very good. The quality of information for parents is very good. They are invited to open days, coffee mornings and parenting courses, talk to staff daily and are well informed about their child's progress and achievements through a variety of different methods. They are involved in their children's learning.

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What is being done well?

• Children respond well to the high expectations and good role models provided by staff. Good explanation, praise and encouragement help them to know how to behave and high adult support helps them to feel valued and confident. They show great pride in being chosen to complete simple tasks on behalf of the other children. • Children enjoy an environment which is rich in print of all kinds. Colourful displays, posters, labels and symbols help them become familiar with letters and words such as their own names and the names of rooms and equipment. Carefully developed instruction cards help them to understand that symbols and words have a real purpose. • Children regularly use everyday technology in their play such as a

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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 programmable robot, computer and tape recorder. Younger children learn to record their voice on a tape recorder and simple computer skills such as operating a mouse, while older and more able children learn to play computer maths and language games. • Creativity is valued in the nursery and children have a good balance of adult led and free creative experiences to learn from. A separate paint room allows children to explore colour, paint, chalk, sand and water freely. • Assessment work is extensive, with staff constantly observing and recording children's learning and using this effectively to plan for progress. They produce individual educational plans for children with special educational needs and meet individual children's learning, social and emotional needs.

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What is being done well?

• Parents are widely encouraged to become involved in their children's learning through home learning activity sheets and sharing books with their children. Parents volunteer to help in the sessions and share their own culture and religious beliefs during special activities.

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What needs to be improved?

• opportunities for three year-olds to develop a sense of personal space

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What has improved since the last inspection?

Improvement since last inspection is very good. Children's use of technology has been improved by introducing twice weekly computer sessions and purchasing additional equipment such as tape recorders, head phones and a programmable robot. Staff have received additional training to help them promote music more effectively so that children now enjoy a weekly music and movement session and have good opportunities to listen to and play along to music. Everyday music activities link to themes and topics.

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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 Personal, social and emotional development is very good. Children are interested, enthusiastic and motivated learners. They are confident to try new activities and concentrate well during their play and learning. They respond well to high expectations and good role models provided by staff and have a strong sense of belonging. Children develop good self esteem by, for example, being chosen to complete simple tasks and being applauded when the task is complete.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Communication, language and literacy development is very good. Children are confident speakers who use language widely during all activities to negotiate and express their ideas and feelings. They listen enthusiastically to stories, joining in with familiar phrases and predicting what may happen next. Children learn that words have real purpose. They see their own names on table mats and look at colourful displays and labels on the nursery walls.

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MATHEMATICAL DEVELOPMENT

Judgement: Very Good Mathematical development is very good. Children practice and refine their counting skills with a wealth of practical mathematical opportunities. They use number rhymes, a mouse puppet and games creatively to help them predict, recognise numbers and count in sequence. Four year-olds are able to solve practical number problems such as placing socks in groups of two and adding them together.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Children's knowledge and understanding of the world is very good. They learn about the local environment and natural things through digging and planting in the nursery garden, visiting the local nature reserve and investigating leaves and shells. They question and investigate why things happen with a wealth of creative resources. Dough and cooking activities help them to explore their senses. Children enjoy using tape recorders and computers regularly and are confident in their use.

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PHYSICAL DEVELOPMENT

Judgement: Very Good Physical development is very good. Children enjoy daily outdoor play and practice jumping, hopping and catching and throwing games. Older children move confidently both indoors and out, however, some three year-olds do not show a good sense of personal space when running or playing with other children. Children learn the names of different parts of their own bodies and visits from the local health visitor help them to understand how to keep healthy through what they eat and exercise.

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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's progress in creative development is very good. Children explore colour, paint, chalk, sand and water freely. They experiment with colour and painting using different things such as marbles or fingers, talk about how corn silk feels and enjoy developing their own ideas through role play, puppets and story boards. They learn to move creatively and rhythmically to music and use instruments or clap in time to favourite songs.

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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: • Point for consideration. • Plan opportunities for three year-olds to develop their sense of personal space.

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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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