St Michael's Nursery School

INSPECTION DETAILS

Inspection Date 19/01/2005 Inspector Name Michelle Smith

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SETTING DETAILS

Day Care Type Sessional Day Care Setting Name St Michael's Nursery School Setting Address Elm Bank Gardens Barnes London SW13 0NX

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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

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?

St Michael's Nursery School provides a high quality learning environment, whereby children are making very good progress towards the early learning goals. The quality of teaching is very good. The children are interested and motivateion to learn is developed by staff's excellent knowledge and understanding of how children learn through exciting and stimulating play activities. The method of teaching is Montessori, which encourages the children to develop their independence, through self help activities and practical life skills. Staff are skilled at questioning children to encourage their learning. Staff involve the children in routine tasks such as tidying up and encourage children to use their developing self -help skills. The staff know the children and their abilities very well. This enables them to support and extend the children. Key workers records children progress and achievements, however the available

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How effective is the nursery education?

opportunities for written progress reports to be shared with parents are limited. The leadership and management is very good. The staff know their roles and responsibilities well, which enables them to work effectively. There are clear systems in place for supporting staff and promoting their professional development. There are systems to monitor and evaluate teaching and learning. There is a strong commitment to the continuous development of the provision. All staff are Montessori trained. Staff work harmoniously and understand the positive impact this has on providing a warm and stimulating environment. The partnership with parents is very good and contributes well to children's progress. Parents are well informed about the nursery curriculum. The staff encourage parents to be involved in the children's learning, and value their contribution. Parents are provided with information in relating to the Early Learning Goals, however they do

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How effective is the nursery education?

not understand the impact it has on their child learning.

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What is being done well?

• The nursery provides a rich learning environment for children. Through planned activities, and organised play environment, effective support and skilful questioning from staff, the children make good progress in all six areas of learning. • The opportunities for children to investigate nature and their natural world is exceptional. Activities are collaborated well in a creative and age appropriate manner. • The music lessons are well collaborated and provide children with opportunity to role play and learn how to read music in a creative and child friendly approach.

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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's spiritual, moral social and cultural development is very well fostered. The staff provide very good role models, showing respect for the children and frequently giving them encouragement and praise which promotes their self esteem. The children engage in many activities which celebrate their own and other cultures. • The nursery provide the children with good opportunities to develop their physical skills. The weekly physical activity programme provides children with opportunities to develop motor skills, co-ordination, balance and control. • The strong partnership with parents makes a good contribution to children's progress. There are effective systems in place for keeping parents informed about the curriculum. Parents have many opportunities to engage in activities which support their children's learning, such as completing activities at home

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What is being done well?

which link to the current theme. • Leadership and management are very strong. The nursery has a clear systems in place to support staff and monitor teaching and learning. There is a strong commitment through these processes to continuous development of the education provision.

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What needs to be improved?

• the opportunities to share written progress reports with parents. • information provided for parents of the Early Learning Goals and the impact it has on their children's learning.

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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: Very Good Children have a positive disposition to learning. They settle quickly when they arrive and play purposely throughout the day. They understand the rules for listening and tidying up, and follow them successfully. Children make many choices about what they do and develop high levels of independence during play and with self- help skills. They are proud of their efforts and achievements and develop positive self esteem.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Children have frequent and very good opportunities such as circle and group time to develop skills in speaking and listening. They are confident speakers, they use language well to explain, recall events and connect ideas. They enjoy books and listening to stories . They learn the alphabet and know that print carries meaning. Older children are beginning to write and read simple words. The children have the opportunity to learn additional languages.

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MATHEMATICAL DEVELOPMENT

Judgement: Very Good Children benefit from very good quality opportunities to count and recognise numbers. They take every opportunity to count during play to ten and beyond. They also recognise numbers in their environment and can name some numbers. They develop early mathematical skill, counting randomly 1-10 and beyond, also aware of what number comes after next. They have a good understanding of shape, space and measurement and use mathematical language routinely during play.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good There are excellent opportunities for children to learn about their environment and features of living things for example through the cycle of the butterfly and a experiment of a water filter, using different natural resources. Children learn about the elements of the weather and the different seasons. Visitors and parents come into the setting and talk about cultural celebrations such as Chinese New Year and Harvest Festivals.

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PHYSICAL DEVELOPMENT

Judgement: Very Good Children develop very good motor skills and co-ordination during stimulating weekly physical education programme, outdoor play, yoga. Children have the opportunity to do different cultural dances for example pole dancing and limbo. They discuss the effects of exercise on their bodies and are aware of their own needs. They develop their fine motor skills and hand and eye co- ordination well, when using the Montessori materials and cutting activities using scissors that is available daily.

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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: Very Good Children work creatively, and have good opportunities to explore a wide range of media and materials in different dimensions, for example gravel, sand, water and soil. They use different materials during creative activities, for example making birds food. Children are actively involved in play productions. Children have weekly music lessons that are well collaborated and provide opportunity for children to role play and learn how to read music.

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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 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 weaknesses to report, but consideration should be given to improving the following: • Provide parents with information in line with the Early Learning Goals and the impact this has on their children's learning. • Provide more regular opportunities for parents to gain written information on their children's overall progress development.

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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 Section 122 of the School Standards and Framework Act 1998

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