Nightingale Nursery Sawley

INSPECTION DETAILS

Inspection Date 06/04/2004 Inspector Name Angela Manning

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SETTING DETAILS

Day Care Type Full Day Care Setting Name Nightingale Nursery Setting Address 545 Tamworth Road Long Eaton Nottingham Nottinghamshire NG10 3FB

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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

Nightingale Day Nursery opened in 1997. It operates from a converted house in Long Eaton. The nursery serves the local area. It is part of the Nightingale chain of nurseries. There are currently 72 children from 4 months to 8 years on roll. This includes 15 funded 3-year-olds and 10 funded 4-year-olds. Children attend for a variety of sessions. No children have special educational needs or English as an additional language. The setting opens five days a week all year round. Sessions are from 07:30 until 18:00. There are 16 full-time and 2 part-time staff who work with the children. Three of the staff have early years qualifications to NVQ level 2 and six to level 3. There are eight staff who are currently working towards a recognised early years qualification. The setting receives support form Derbyshire's Early Years Development and Childcare Partnership.

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How good is the Day Care?

Nightingale Day Nursery provides good quality care for children. The nursery is safe, clean and well-maintained. The staff have clear routines in place which help the children to feel secure and to settle quickly. Staff are safety concious at all times and maintain good hygiene practices across the nursery. The nursery is well-equipped with a good range of toys and equipment. Children have access to a messy play and a well-equipped outdoor play area. Activities are planned to take account of the children's individual needs. The staff have very good relationships with the children and encourage them to become confident and to start to explore their environment. The staff have a good understanding of young children's development and have appropriate high expectations of their behaviour. However, not all activities meet the needs of the children aged two to three years old.

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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 The staff work well as a nursery team and as individual room teams. They have good relationship with parents due to their friendly welcoming approach. Information for parents is clear and well-presented. There are clear policies and procedures in place. The staff are committed to training and continual improvement of the provision.

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What is being done well?

• The staff provide age appropriate activities in a warm and welcoming environment, making good use of the indoor and outdoor space. • Children are happy and secure in the staff's care. The staff are enthusiastic about improving the facilities offered to the children. • All the appropriate documentation is in place and shared with parents. Written information on the children's day is provided on a daily basis for the younger children and weekly for the older children. • Staff regularly review the activities offered to the children. The staff have high expectations of the children which the children respond well to. • Staff work well as a nursery team and within the individual group rooms helping them to provide consistent care for the children.

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What needs to be improved?

• the activities provided for the two to three-year-olds, to ensure they are appropriate to their age and stage of develpoment.

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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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WHAT NEEDS TO BE DONE 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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by the time of the next inspection

Std Recommendation 3 Ensure that activities provided for the two to three-year-olds are appropriate to their ages and stages of development.

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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?

Nightingale Day Nursery offers generally good pre-school education. Children are making generally good progress towards the early learning goals. The quality of teaching is generally good. The staff work well as a team. They share planning, development and assessment record keeping. However, the developmental records do not show in sufficient detail how children learn. The setting is well-resourced, children have some opportunity to select resources. Staff create a welcoming environment for children to learn by talking and listening to them and extending their knowledge. Staff give children time and space to develop their skills. Staff manage children's behaviour well. There are no children who currently attend with special educational needs of for whom English is an additional language but the staff are aware of how to support them. Leadership and management is generally good. Staff are supported to develop their

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How effective is the nursery education?

skills and knowledge. However, there are no formal procedures in place to evaluate the nursery education. Staff are committed to the care and education of the children. Staff are clear about their roles and responsibilities and are valued. Partnerships with parents is generally good. Parents are provided with written information about the setting and are able to regularly discuss information about their child's care and development. Parents receive information about the early learning goals but limited information on their child's next stage of learning and have limited opportunity to contribute to their child's development records.

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What is being done well?

• Children are confident and interested in the activities provided, they develop their own ideas and play cooperatively with their peer group. • Children speak clearly and fluently, with increasing vocabulary as a result of staff's involvement in their activities. • Staff manage children's behaviour effectively. They reinforce good behaviour with meaningful praise. Children's individual needs are recognised and appropriate support given. • Staff work well as a team, they are focused on the children's needs and help to create a happy relaxed environment. Children are well-supported and encouraged in their activities which helps them to develop a positive self-esteem.

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What needs to be improved?

• opportunities for children to develop the use of programmable and

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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 technological toys • opportunities for children to design, use tools, and choose their own resources in a creative way • opportunities for children to see numbers in their environment and opportunities for children to recognise letters shapes and sounds • the developmental records, to show in detail how children learn and how the setting supports their learning • parents opportunities to be involved in their child's developmental records, so that information can be exchanged on childrens' progress.

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What has improved since the last inspection?

The nursery has made generally good progress since the last inspection. They have increased the opportunities for children to mark make and provided opportunities for children to develop their mark making skills during role play. They are using the information gained form the assessment of the children to inform their planning of further activities. This is enabling them to meet the needs of all the children. They have provided some opportunities for children to select their own materials and to use their imaginations. However, children are not accessing the equipment and are not having the opportunity to make choices and use their imagination in a creative way.

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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: Generally Good Children enjoy new experiences and are curious, motivated learners. They have good manners and are well-behaved and show an understanding of right from wrong. They interact confidently with each other and adults, form good relationships and work harmoniously as a group. They have few planned opportunities to visit their local community. They show willingness to tackle problems and have a sense of pride in their achievements. They have valuable opportunities to develop their self-help skills.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children speak with confidence in small and large groups, they negotiate and are begining to consider the views of others. Opportunities for children to recognise and write their own names are limited. They have increasing control of pencils and other mark making materials. They have few opportunities to recognise letters shapes and sounds. They are beginning to develop stories through role play and imaginative play. Children can anticipate a story in group times.

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MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Children have many opportunities to use mathematical language throughout free and structured play. They show an increasing confidence with number and can recognise numbers one to five and sometimes beyond. Many children can count beyond 10. There are few opportunities for the children to see number in their environment. Children show an interest in solving number problems and increasingly use positional and mathematical language.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children show interest and curiosity about their own life and the world they live in. Children are adapt at using tools and have opportunities to explore and design. They have a good sense of time and are beginning to differentiate between past and present. Children have the opportunity to learn about their own cultures and the cultures of others. Children are very competent at operating the computer but have limited opportunity to use programmable toys and other technology.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

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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PHYSICAL DEVELOPMENT

Judgement: Generally Good Children are developing a sense of space and are beginning to be able to follow simple instructions and rules. They can move around with confidence and have opportunities to develop their gross motor skills. They have few planned opportunities to construct with large materials. Children are developing an awareness of staying healthy and how the body changes. Children have many interesting opportunities to use a range of malleable materials.

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CREATIVE DEVELOPMENT

Judgement: Generally Good Children have many opportunities to explore materials and media, their work is valued on the many displays around the playrooms. Children have opportunities to use tools and materials but few opportunities to make choices. Children use role play with confidence and have very good imaginations. Children can sing and perform an extensive range of familiar songs and have opportunities to create music.

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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 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 opportunities for children to develop the use of programmable and technological toys • increase opportunities for children to see numbers in their environment and opportunities for children to recognise letter shapes and sounds • increase opportunities for parents contribute to their child's development records and the child's next stage of learning • review the children's opportunities to design choose resources and tools through their use of creative activities • develop full and detailed records to show how children learn and how the setting supports children's development.

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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 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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