Rainbow Day Nursery and Out of School Club

INSPECTION DETAILS

Inspection Date 07/09/2004 Inspector Name Pauline Pinnegar

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SETTING DETAILS

Day Care Type Full Day Care Setting Name Rainbow Day Nursery Setting Address 1 Imperial Avenue Norton Stockton-on-Tees TS20 2EW

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REGISTERED PROVIDER DETAILS

Name Northumbrian Trust Day Nurseries Ltd 3162423

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ORGANISATION DETAILS

Name Northumbrian Trust Day Nurseries Ltd Address 254 Chillingham Road Heaton Newcastle upon Tyne Tyne and Wear NE6 5LQ

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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

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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

Rainbow Day Nursery is part of the Northumbrian Trust Day Nurseries Ltd and is one of four day nurseries in the chain. The nursery was first registered in 1980 with the previous owners with the current provider taking ownership in 2001. It is located in a large two storey Victorian house situated in the Norton area of Stockton on Tees. The nursery serves the local and surrounding areas. The nursery operates from six activity rooms on the ground floor and has a secure outdoor area. The nursery is registered to provide full day care for 62 children aged under 5 years. There are currently 67 children on roll of which 12 3-year olds and 5 4-year olds are in receipt of nursery education funding. There are procedures in place to support children with special needs and for children who speak English as an additional language. The nursery is open five days a week all year round excluding bank holidays. Sessions are from 07:30- 18:00 and children attend for a variety of sessions.

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Information about the setting

There are 12 full time and 4 part time members of staff all of which hold a suitable childcare qualification. The setting receives regular support from the Local Authority.

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How good is the Day Care?

Rainbow Day Nursery provides good quality care for children. Management and staff work well together as a team to provide a warm and welcoming atmosphere for children, their parents and carers. The detailed operational plan is used to ensure that training and qualification requirements are met and that space and resources are used effectively. There are detailed policies and procedures in place and staff are clear about their roles and responsibilities and are committed to providing the best possible care for children. The children are cared for in a safe and stimulating environment. Children's safety and welfare are given high priority. Comprehensive risk assessments are undertaken to ensure children's safety at all times. Staff are active

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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 in promoting good health and hygiene, whilst encouraging children's independence. Children are provided with healthy and nutritious meals and snacks and their individual feeding and sleeping routines are respected. Good behaviour is valued and encouraged which results in children interacting well with each other. Staff have sound knowledge of caring for children with special needs and issues relating to child protection. Warm and caring relationships have been developed between the staff and children. Staff meet children's individual needs through positive interactions. Staff plan a very good range of stimulating activities for children. Activities meet individual needs and staff ensure opportunities are available for children to progress

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How good is the Day Care?

in all areas of development. Children have access to a broad range of toys. Their ideas are valued and self esteem promoted. Staff work very well in partnership with parents and warm relationships are fostered. Parents are kept well informed about their child's progress and receive detailed information about the setting. However the complaints procedure referring to regulator's contact details is not always easily accessible and medication records are not acknowledged with signatures.

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What is being done well?

• The provision of stimulating resources and play opportunities which are presented in an interesting way for children. Staff help all children develop confidence and self esteem by providing a warm and welcoming environment. • Management and staff work well together as a team. There is a commitment from them to monitor and develop the provision and staff are given very good opportunities to develop their practice and knowledge by accessing regular training opportunities. • The quality of teaching is good. Staff interact positively with children setting appropriate challenges. All activities throughout the nursery are well planned ensuring all areas of children's learning and development are covered. • Children's behaviour is managed well by staff. Positive behaviour is reinforced and children respond well to consistent handling. • There is a strong emphasis on partnership with parents. They are kept fully

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What is being done well?

informed about their child's progress and development with detailed records kept of children's achievements.

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What needs to be improved?

• the procedures for administering medication

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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 • the accessibility of Ofsted details on the complaints procedure.

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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 7 Improve the procedures for the administatrion of non- prescribed medication ensuring that prior parental consent is in place before administration and that all medication records are signed by parents to acknowledge the entry. 12 Improve the accessibility of contact details for Ofsted in relation to the complaints procedure.

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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?

Rainbow Nursery offers a warm, well organised friendly environment where nursery education is of a high quality. Children have fun learning through a wide range of stimulating activities. They are making very good progress towards the early learning goals in all areas of learning. The quality of teaching is very good. Resources and displays are of good quality, staff have a sound knowledge of the foundation stage and of the early learning goals and this enables them to plan and provide interesting and appropriate activities which provide good challenges for three and four year olds. Staff plan a good balance of adult led and child initiated activities and value children's ideas. Trusting relationships have been established between staff and the children. They give children praise and encouragement to support their learning. They interact positively with the children and have high expectations of the children's behaviour. A wide

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How effective is the nursery education?

range of high quality resources are available. Staff make observations of children to assess what they can do however this could be developed further to clearly record progress. The leadership and management of the setting is very good. The management team values the enthusiasm and commitment of the staff. Regular staff meetings ensure staff have opportunities to identify their training needs. Management work hard as a team and are able to address their strengths and weaknesses to ensure children are able to reach their full potential. The partnership with parents and carers is very good and effective in promoting children's learning. Parents receive good quality information about the setting, the early learning goals and polices and procedures. Parents are encouraged to share information and be involved in their child's learning.

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What is being done well?

• Staff work well as a team and their enthusiasm has a positive influence on children's attitude and approach to learning. They plan exciting and stimulating activities to promote all areas of learning especially personal, social and emotional and mathematical development. • Partnership with parents is very good. There are good links between the nursery and home and parents receive regular information regarding their child's progress. • Children are confident and very happy. They have established good relationships with each other and interact well with staff and other adults. • Children have a good understanding of what is right and wrong and are able to take turns and share fairly.

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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 • The quality of teaching is very good. Staff give good support, set appropriate challenges and value children's contributions. Positive relationships have been established.

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What needs to be improved?

• the opportunities for children to recognise changes in their body when they are active • the assessment procedures to ensure progress is linked to the areas of learning and the stepping stones.

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What has improved since the last inspection?

The nursery has made very good progress in addressing the two points for consideration which followed their previous inspection. Parents are provided with information about what their children are learning. Planning, early learning goals and activities are clearly displayed and individual child records are shared between nursery and home. Parents evenings have been established allowing parents to discuss their child's achievements and become involved in their child's learning. Staff have developed confidence in using the early learning goals and stepping stones. They have attended training and use sister nurseries for support and advice.

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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 separate well from carers and have formed good relationships with adults and their peers. They demonstrate good skills in independence and they display a positive self image. Children are eager to learn and approach adults with confidence. They are able to work as part of a group and understand taking turns and sharing. Children behave well. They are aware of the boundaries within the setting and respond well to staff guidance.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Children communicate confidently initiating conversations with adults and children and they use talk in imaginary situations. They listen attentively to stories, recalling with enjoyment the events of the stories. Children handle books correctly and know print carries meaning. They are beginning to link sounds to letters. Some four year olds are able to write their first name and most three year olds are beginning to hold a pencil effectively and form recognisable letters.

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MATHEMATICAL DEVELOPMENT

Judgement: Very Good Some three year olds and most four year olds can count reliably to 10 and they can recognise the written number. They count confidently in a variety of play situations. Children relate confidently to addition and subtraction through practical activities and number rhymes. They are beginning to use language to describe shape, size, position and quantity and confidently recognise and create simple patterns.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Children enthusiastically explore and investigate a wide range of objects, materials, living creatures and the world in which they live. They are developing good skills in completing computer programmes and use other simple technology well. Children construct purposefully and can use simple tools competently. They are gaining an awareness of their own cultures and beliefs and those of other people.

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PHYSICAL DEVELOPMENT

Judgement: Very Good Children show good spatial awareness and they move around with confidence, imagination and safely. They are developing good hand and eye coordination as they control different tools and materials. Children have regular opportunities to develop their skills using a broad range of equipment. Opportunities for children to begin to recognise changes in their body when they are active need to be developed.

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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 show a interest in and respond in a variety of ways to what they hear, see, touch, feel and smell. They explore sounds with musical instruments and match movement to music. Children sing enthusiastically and are developing a good repertoire of songs. They are given good opportunities to explore colour, shape and texture.

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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 key issues following this inspection but the following points should be considered. • develop the opportunities for children to recognise changes in their body when they are active • develop the assessment procedures to ensure progress is linked to the areas of learning and the stepping stones.

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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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