St Mary Magdalene's Roman Catholic Primary School, Burnley

INSPECTION DETAILS

Inspection Date 12/08/2004 Inspector Name Janette Elaina Langford

p.1

SETTING DETAILS

Day Care Type Full Day Care Setting Name KeyMed Day Nursery Setting Address Keymed House, Stock Road Southend-on-Sea Essex SS2 5QH

p.1

REGISTERED PROVIDER DETAILS

Name KeyMed (Medical & Industrial Equipment) Ltd 966736

p.1

ORGANISATION DETAILS

Name KeyMed (Medical & Industrial Equipment) Ltd Address Keymed House Stock Road Southend-on-Sea Essex SS2 5QH

p.1

ORGANISATION DETAILS

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

p.1

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.

p.2

Information about the setting

KeyMed Day Nursery opened in 1994. It operates from a purposefully designed, workplace nursery on the ground floor of the KeyMed complex, comprising of two baby rooms, two toddler rooms and a pre-school room. The nursery is exclusively for the children of staff working for KeyMed (Medical and Industrial Equipment) Ltd. There are currently 65 children from 4 months to under 5 years on roll. This includes 13 funded 3 year olds and 9 funded 4 year olds. Children attend for a variety of sessions. The setting currently supports a number of children with special needs. The group opens five days a week all year round. Sessions are from 07:45 to 18:15. Seventeen full-time staff work with the children. Over half the staff have early years qualifications to NVQ levels 2 or 3. The setting receives support from the Early Years Development and Childcare Partnership. The Nursery utilises a Key Worker system to offer the High Scope and Montessori

p.2

Information about the setting

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

p.2

How effective is the nursery education?

The provision for nursery education at KeyMed Day Nursery is of high quality. It enables children to make very good progress towards the early learning goals all areas of learning. Teaching is very good. Staff have an excellent understanding of how children learn and seize opportunities to expand the children's knowledge by providing challenge in activities. Staff promote the early learning goals through both High/Scope principles and use of Montessori equipment. Children are encouraged to try things for themselves and to learn by doing and staff understand and promote differentiation. Assessments are used to inform planning. Time and resources are managed well by staff and flexibility and spontaneity is encouraged when children initiate activities. Leadership and management is very good. The Head of Department and Director of the Nursery supports the Officer in Charge, who organises staff and takes care of

p.3

How effective is the nursery education?

day to day administration. She influences practice by keeping a high profile in the nursery rooms to ensure close monitoring of the provision. Action plans are in place and continue to be addressed. These ensure the setting can identify strengths and weaknesses and show a commitment to the improvement of care and education for all children. Partnership with parents is very good. The setting works fully with the parents to support children in their learning. Good quality information is provided through memos and newsletters and a large notice board and information area displays activity plans and information about the Foundation Stage. Parents receive regular written reports and are invited to attend interviews where assessment records and observations are available. Parents are encouraged to share what they know about their child and be involved in their learning by continuing with activities at home.

p.3

What is being done well?

• The methods used to encourage children to learn are very good. Staff constantly question children and guide them in their activities. They are patient, aim questions at the child's level of understanding and let the children find out things for themselves. • The staff provide a rich learning environment for children with texts, numbers, bright displays of children's work and equipment at a low level. Children work in different areas of the room and the can look at interest tables where they are allowed to touch and explore things. • After each free play activity children are called into small groups to talk about what they have been doing. The children show their work and discuss it with the other children.

p.3

What is being done well?

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998 • Displays included details of the early learning goals so that parents are made aware of the aims and objectives of the activities.

p.3

What needs to be improved?

• further information with photographic evidence, such as the aims of the activities.

p.4

What has improved since the last inspection?

The setting has made very good progress since the last inspection. Staff devise regular plans for physical development and link them to other areas of learning. Children work effectively with the large physical equipment to develop their skills.

p.4

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

p.4

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement: Very Good Children have positive dispositions and attitudes and are motivated to learn, try new activities and enjoy speaking in a familiar group. They are confident, show a sense of belonging and know the routines well. Some children seek out others to share experiences and make particular attachments to others in the group. Their behaviour is good and they understand the simple rules. There are frequent opportunities provided for children to develop their independence and self-care.

p.5

COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Children use language for a variety of purposes; they initiate and hold conversations, ask for help or information, and organise their thoughts. They are developing a good vocabulary and are encouraged to use complex sentences. Children enjoy books and comics and they handle them well. They have regular purposeful activities to use emergent writing, and writing as a means of recording. Most children can recognise their names and some children can recognise other familiar words.

p.5

MATHEMATICAL DEVELOPMENT

Judgement: Very Good Children learn to use numbers as labels and for counting during daily activities and routines. They see numerals around the room and are encouraged to see how useful counting can be. Staff ask questions to help children solve number problems and understand simple calculation through practical activities. Staff fully support children in experimentation with space and measure and to learn about shapes.

p.5

KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Stimulating activities encourage children to explore and investigate both natural and man-made objects. They learn about the way things work and the world around them. Supported activities help children learn about ICT and how to operate simple equipment. They frequently gather together to talk about what they have been doing as well as talking about past events. The curriculum includes learning opportunities for children to gain an awareness of cultures and beliefs of others.

p.5

PHYSICAL DEVELOPMENT

Judgement: Very Good Children have daily opportunities to develop their physical skills both inside and outside, and a soft play area is provided. Activities for physical development are carefully planned within the curriculum and encourage competence in a range of skills. Children use space well and can manage their bodies to create intended movements. They are increasing their skills using tools and understand that they must be used safely i.e. using safety goggles when doing woodwork.

p.5

PHYSICAL DEVELOPMENT

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

p.5

CREATIVE DEVELOPMENT

Judgement: Very Good A wide variety of media and materials are available to children to help them develop their creativity and use their own ideas to express themselves, and their work is displayed well. As well as planned music sessions, children have access to musical instruments that they choose themselves. They use their imagination well and select available resources to inspire their ideas. Children are encouraged to use their senses to further explore everyday things such as foods and malleable materials.

p.6

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

p.6

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.

p.7

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, however consideration should be given to improving the following : • consider providing more information with the photographic evidence, such as the aims of the activities.

p.7

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.

p.7

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

p.7