Peppermint Children's Centre

Peppermint Children's Centre Inspection report for early years provision

p.1

Unique reference number EY306300 Inspection date 01/09/2010 Inspector Elizabeth Mackey

p.1

Setting address Franklin Way, Croydon, CR0 4YD

p.1

Telephone number 0208 251 9481 Email Type of setting Childcare on non-domestic premises to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as

p.1

you give details of the source and date of publication and do not alter the information in any way.

p.2

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.2

Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

p.3

Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

p.3

Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.3

Description of the setting

Peppermint Children's Centre registered in 2005 and is one of a number of centres established by Broad Green Sure Start. The centre comprises of a nursery which operates Monday to Friday all year round and a preschool which opens Monday to Friday during the term time. The nursery opens from 7.30 -1800 and the pre- school from 9.30am-12.00 noon. In addition, the centre offers a range of family support services. It operates from a single story purpose built building, close to Valley Park in Croydon.

p.4

Description of the setting

The nursery is registered on the Early Years Register to care for 23 children in the early year's age group, of whom 9 children may be under 2 years. There are currently 20 children on roll. The setting supports children with special educational needs and/or disabilities and those who speak English as an additional language. There are ten members of staff, including the Manager and employed bank staff. All staff have relevant childcare qualifications and several are studying towards a higher qualification with a view to completing a foundation degree. Additional staff are employed for to support administration, cooking and cleaning duties. The setting receives support from the local authority through an Early Years Advisor and also has the support of a Children's Centre Teacher through the Early Education and Extended Services Team.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

Children are cared for in a well planned, child centered environment, where they play a full and active role in their learning. It is an inclusive environment, which is successful in recognising and meeting the needs of the families who attend. Children experience innovative opportunities to engage in a broad range of activities, which promote all areas of learning, which is enhanced by the commitment to a free-flow system. Effective communication with parents and carers and the additional services to support families in the setting contributes towards children making good progress in their learning and development. There are established methods in place for evaluating the quality of the provision. The management and staff team demonstrate a commitment to staff development and reflection to continually improve outcomes for children.

p.4

further?

To further improve the early years provision the registered person should:

p.4

further?

 review and extend the information about the risks for different types of outings; including the proposed action to to minimise them  increase the resources for children who have English as an additional This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 language, providing letters, words and books in their first language

p.4

the early years provision

Children's welfare is effectively safeguarded. Robust recruitment procedures ensure that staff are suitable to work with children and are appropriately qualified. Staff have a clear understanding of safeguarding procedures, and there is an up to date safeguarding policy in place. Safeguarding training, to level two is completed by all staff, as is First Aid training. Required documentation that promotes children's health, safety and well-being is in place and is kept up to date. There is a detailed risk for assessment for the premises; however the risk assessment for different types of outings lacks some detail. Good use is made of available resources at the setting. Space and equipment are well organised and helps to create a welcoming learning environment where children of all ages can easily access play materials independently. There are recent changes to the organisation of the nursery to promote family groupings. This is in the inital stages and staff are

p.5

the early years provision

monitoring and evaluating the changes to ensure they meet the needs of all the children and do not compromise children's safety. Staff are motivated and they work well together as a team. Effective staff deployment ensure children benefit from consistent relationships and a good level of individual support.

p.5

the early years provision

The manager and staff team make good use of feedback from parents and children to monitor and evaluate the provision and consider areas for future development, for instance, through questionnaires and parents meetings. Planned actions taken are well targeted to improve outcomes for children, for instance, ongoing developments to the outdoor area so that children benefit from a wider variety of outdoor experiences throughout the day. Staff work closely with parents, they recognise that effective partnership is integral to children's well being. Information is shared through various means, including daily diaries for the younger children, open days, coffee mornings and news letters. Parents also contribute to their children's development record and they are also involved in decision making within the centre through the parents advisory board forum. Parents, settling their children into the setting, comment they "feel very supported by the staff". There is

p.5

the early years provision

a valuable exchange of information between key workers and parents, at arrival and departure times. The setting also works effectively in partnership with external agencies and other providers, for example the Inclusion Team and Behaviour and Speech Therapists. This helps to ensure children receive the support they need and benefit from continuity in learning and care.

p.5

and outcomes for children

Children demonstrate a sense of security and belonging, both with the pre-school and the nursery. They are confident, engaged and build excellent relationships with staff and each other. Babies form strong bonds with their consistent carers and their individual routines are respected. Older children develop sense of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 responsibility and concern for others as they move carefully around the younger children. Children learn to keep themselves safe, their behaviour is good and they have a clear understanding of the boundaries in place. Children routinely practice good hygiene routines from a young age when they wash their hands after a messy activity or when they come in from the garden. They benefit from nutritious meals and snacks that are freshly prepared on the premises, enjoying fruit, water and milk during the morning and shepherds pie with vegetables for their lunch.

p.5

and outcomes for children

Children throughout the nursery and the pre-school take part in a wide range of activities that support their learning and development. There are ample opportunities for self initiated play and staff are effectively deployed to support children and enable them to play independently and in cooperation with their friends. Staff know the children well and make pertinent observations of their achievements, which they use to plan future activities. Staff work closely with parents and particular attention is given to the settling in process for children, which helps children to feel secure. Children who have English as an additional language are supported well, for example staff learn key words in their language and gesture and signing is used. There are dual language books, however there is limited print in the way of labelling, for example letters and words in children's first language.

p.6

and outcomes for children

The free flow system in place is very successful and children choose to spend a lot of their time outside. Activities are provided to promote the six areas of learning both inside and outside. Children practice their physical skills as they confidently, run, ride bikes, balance in wood they have placed across tyres. Most of the children follow a member of staff to the end of the garden pretending they are going on a bear hunt. They return after five minutes laughing, squealing and warning others that the bear is coming. There is a great sense of fun and the children are keen to take turns to be the bear. Children become engrossed in the digging area; they dig and sift the soil looking for insects. One child has found some worms; he tells the other children to be quiet because the mummy worm is sleeping. He then looks and finds a magnifying glass to see them closer, this encourages many of the children to do the same. They walk around the garden

p.6

and outcomes for children

with their magnifying glasses, excitedly exploring things closely. The deployment of resources and the emphasis on free flow and promoting children's autonomy makes it an exciting, interesting place for them to be. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.7

Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

p.7

Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7