Rainbow Village Nursery

INSPECTION DETAILS

Inspection Date 01/02/2005 Inspector Name Susan Victoria May

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SETTING DETAILS

Day Care Type Full Day Care Setting Name Rainbow Village Nursery Setting Address The Old Court House, Church Street Bloxham Banbury Oxfordshire OX15 4ET

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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

Rainbow Village Nursery is a privately owned provision which has been open since 2000. It operates from the first floor of The Old Court House building in Bloxham. A maximum of 22 children may attend the nursery at any one time. The nursery serves the local area. There are currently 40 children from 2 to 5 years on roll, of these 18 receive funded nursery education. The nursery opens 5 days a week for 47 weeks of the year. Sessions are from 07:30 until 16:00. Children attend for a variety of sessions. The setting currently supports children with special needs and is able to support children who speak English as an additional language. Five staff work with the children. Over half the staff have a recognised early years qualification. One staff member is currently working towards a recognised early years qualification.

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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?

Rainbow Village Nursery provides good quality nursery education overall which enables children to make generally good progress towards the early learning goals. Children make very good progress in mathematical, physical, creative development, knowledge and understanding of the world and personal social and emotional development. The quality of teaching is generally good. Staff provide a wide range of interesting and stimulating resources. Staff deploy themselves effectively to ensure they are able to offer appropriate support to children's learning. Communication and language skills are developing well. There are some missed opportunities to extend literacy skills. Staff use effective questioning and dialogue to encourage and extend children's thinking. Staff have a sound knowledge of the stepping-stones towards the early learning goals, which promotes children's development, however, they have not fully developed assessment, observation and evaluation systems to assist future

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How effective is the nursery education?

planning. Systems support children with special educational needs and for children whom English is an additional language. Staff are good role models and children are polite, considerate and respond positively to the high expectations and sensitive support of staff.

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How effective is the nursery education?

Leadership and management are generally good. A strong staff team is in place, who are committed to providing a caring, well planned environment where children learn through a wide range of activities. There are no systems in place to support staff's continuing professional development Partnership with parents and carers is very good. This contributes well to the children's learning. Staff inform parents about the activities and routines through verbal exchanges and regular correspondence. Staff share their observations about the children and help parents understand how they can support children's learning at home.

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What is being done well?

• Children are positive and enthusiastic; they are confident and eager to participate in the activities. Children learn respect for each other as they sit quietly. Staff increase children's self-esteem through praise and support of their achievements. Children understand the need to take turns and share; they work well along side each other. • Children have the opportunity to count and use numbers regularly. Staff develop children’s understanding of simple addition and subtraction through a variety of situations. Songs, rhymes and effective teaching methods promote and reinforce learning.

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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 experience a range of activities and materials, which allow them to explore, colour, texture and form. Sensory and tactile activities provide opportunities for children to describe what they see, touch and feel. • Staff provide children with very good opportunities, through effective planning, to develop and extend their physical skills, they have access to a range of equipment and resources, which they use with enthusiasm and growing confidence. • Children are able to explore and develop their knowledge and understanding of the world through an effective use of activities from which they can learn first hand. Staff promote learning through simple experiments, objects, topics and discussion.

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What needs to be improved?

• the assessment, observation and evaluation systems to assist future planning for individual children • the opportunities through everyday activities to develop children's early word recognition skills • the system to complete staff appraisals identifying areas for development, thereby contributing to the effective development of the provision.

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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 are positive and enthusiastic; they are confident and eager to participate in the activities. Children's independence skills develop on a daily basis, for example, at lunchtime. Staff increase children's self-esteem through praise and support of their achievements. Children understand the need to take turns and share; they work well along side each other. Activities are effective in providing opportunities for children to learn about and respect other cultures.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children's speaking and listening skills develop well through a varied range of activities and experiences, children are articulate speakers who engage easily in conversation. Staff's effective use of questioning and dialogue extends children's thinking. There are missed opportunities in everyday activities for children's early word recognition skills, for example, to identify their names. Staff provide a range of suitable books which the children clearly enjoy and share with their parents.

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MATHEMATICAL DEVELOPMENT

Judgement: Very Good An effective provision of practical and planned activities extends children's mathematical development. Children use language to compare numbers and show a developing understanding of addition and subtraction; they confidently do this by themselves, for example, counting out Hula Hoops to fit on one hand, two hands, and both hands. There are many opportunities for children to identify shape, size and quantity, such as using different size containers to catch and measure rainwater.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Through planned topics, simple experiments and activities such as planting, growing and caring for the hamster, staff develop children's understanding of the natural world. Children have opportunities to question why things happen and how things work and have access to programmable toys to increase skill and understanding. Staff make opportunities for children to explore the local environment and use photographs and displays to help children's understanding of past and future events.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

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

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PHYSICAL DEVELOPMENT

Judgement: Very Good Children demonstrate a clear understanding of their bodies; they understand the importance of remaining healthy and preventing themselves from harm. Children's awareness of the way their bodies’ function is evident. The provision and planned use of appropriate resources and activities, indoors and outdoors, extends and consolidates children's physical skills in a way they enjoy on a daily basis. Children are developing increasing control and co-ordination in the way they move around.

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CREATIVE DEVELOPMENT

Judgement: Very Good Children participate enthusiastically in imaginative play and stories; they enjoy adult-led songs and rhymes. They are encouraged to express their imagination through a range of planned activities including design, art and crafts, music and role-play. Children are confident and capable with tools, learning new techniques and reinforcing skills on a daily basis. Opportunities to experience different materials is seen in their work, which show evidence of the wide range of materials used.

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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

• develop the assessment, observation and evaluation systems to assist future planning for individual children • provide opportunities through everyday activities to develop children's early word recognition skills • introduce a system for staff appraisals to identify areas for development, thereby contributing to the effective development of the provision.

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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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